Strengthen all facets of teachers' SRL knowledge through sustained, theory-informed professional development¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review recommends that teacher education and professional development explicitly target all three TK-SRL dimensions, since AK-SRL and PCK-SRL are under-examined and teachers' knowledge is unevenly developed. It emphasizes "the importance of sustained professional development to strengthen all facets of teachers' knowledge of SRL" and notes that developing robust CK-SRL requires "deliberate, theory-informed professional development and opportunities to apply SRL concepts in authentic teaching contexts". Clearer shared conceptualizations of SRL should underpin such programs.

Design Implications¶

Context¶

Requirements¶

• Professional development must be sustained rather than one-off
• Programs should provide opportunities to apply SRL concepts in authentic teaching contexts

Constraints¶

• The review notes empirical evidence that greater knowledge of SRL translates into more effective instructional support remains mixed and inconsistent

Target Learners¶

• pre-service teachers
• in-service teachers

Target Learning Goals¶

• teachers' content knowledge of SRL
• teachers' pedagogical content knowledge for promoting SRL
• teachers' assessment knowledge for diagnosing SRL

Affordances¶

• Tk Srl Framework Three Dimensions

Claims¶

• Teachers' knowledge of SRL is partial and unevenly developed across all three dimensions [+W]

Related Strategies¶

• Professional development programs should prioritize strengthening teachers' reflective and goal-setting skills

Examples¶

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Key Sources¶

• Yves Karlen · Charlotte Dignath. (2026). A Systematic Review of Teachers' Knowledge of Self-Regulated Learning and its Assessment. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10171-2